1. Orientation and Induction of Traditionally and Alternatively Educated New Teachers Jennifer Conkin October, 2012

2. Study Question The purpose of the quantitative action research was to discover through survey methodology and analysis of data, the aspects of induction new teachers in Aldine found most helpful in their first years of teaching. A second component was to determine if the needs and/or experience of the alternatively certified versus the traditionally educated teacher were different.

3. Background One third to one half of all teachers leave the field within 5 years 19% of teachers leave after the first year of teaching primarily because they fail to receive badly needed professional support The factor most strongly associated with retention was providing quality induction in the first year

4. Background Key elements identified as critical for successful induction and retention were:  Mentoring  Practical Support  Administrative and Mentoring Evaluations Components identified as being essential to a quality induction program:  Competent mentors  Reflective inquiry and teaching practices  Systematic and structured observations  Scaffolded professional development

5. Study Design Survey tool via Survey Monkey sent to 70 teachers in the MacArthur vertical who met the criteria of being in their 1 st -3 rd year of teaching  35 were Alternatively Certified  35 were Traditional Educated Survey design included:  5 general demographic questions  10 orientation questions  15 induction questions  An open ended component

6. Survey Bar was set at 90%  If score was 90% or better it was labeled as a quality experience Survey questions  See handouts

7. Results Orientation  Only 48.8% indicated that attending district provided orientation helped them be successful  None of the topics received a score of 90% or better  The two top performing topics were Discipline management District expectations and guidelines  The lowest performing topics were Grading Testing

8. Results Induction  All elements surveyed received a score of 80% or less Campus expectation Grading Discipline management Time management Specific grade or subject techniques Observation of master teachers Technology Available materials/resources Testing Work/Life balance

9. Results Review of how successful participants felt throughout the year  67.5% considered themselves only somewhat prepared to teach by November  47.5% continued to feel only somewhat prepared to teach by May Analysis of perception that success was due to campus provided induction  34.2% responded that the campus’ induction program did a fair job of preparing them to be successful, while 23.7% replied that the campus induction program did a poor job of preparing them

10. Results Participants did not feel successful as a result of orientation and induction There was not a significant difference in alternatively certified and traditionally educated teachers opinion of the program

11. Other observations 19 out of the 40 participants answering the question were moved to a new grade or subject within their first three years  Of the 19 who were moved, 53.6% felt only somewhat prepared to teach the new topic while 26.3% did not feel prepared at all  Of the 19 who were moved, those who were alternatively certified felt more confident than traditionally educated

12. Other observations Participant recommendations to improve induction  More strategies on: Time management Dealing with paperwork and organization Work/life balance Small group instruction Classroom resources Discipline management  More in-service for their specific grade/subject  A more selective mentor assignment process

13. Next steps Pilot induction tool: Raymond Academy, 8 participants  Year long Both mentor and mentee received the document and hold each other accountable  4 phases Spreads out information so as to not overwhelm Topics are more strategic, covered when needed Includes informal observations and feedback from mentor and administrator Area for self reflection/assessment  Resources and tools for each component are identified Person, book, policy, etc. is identified Planning tools for various components provided

14. Next steps Initial feedback  Positive response to the completeness of the tool  Great response on planning tools Requested more tools on topics of what is coming (ex. teacher report card) First day check list was very successful  Chair of mentor program appreciated having a more comprehensive tool  Found to be helpful for both new and experienced but new to campus teachers  Testing out option addresses experienced vs. new

15. How the tool addressed induction program elements  Competent mentors Identified subjects to be discussed to hold mentors accountable to information Enhanced consistency of information provided  Reflective inquiry and teaching practices Self assessments Identified resources and policies section  Systematic and structured observations Quarterly informal observations from mentor and administrator  Scaffolded professional development Tool is broken into quarters that build on each other The ability to test out of sections based on experience

16. Recommendations and next steps Re-examine what induction and orientation covers Consider every new hire individually and complete an individual first year plan to address any deficits Re-examine how mentors are selected and matched with mentees Customize and implement new teacher roadmap